COUNTRY PROFILE - UNESCO

SUSTAINABLE DEVELOPMENT GOAL (SDG) 4

COUNTRY PROFILE

Country or territory

Region Income group

National Context

Rural (% of population)

43.7

Year: 2017

Life expectancy at birth,

total (years)

100

80

74.3

60

40

20

0 Year: 2017

Note: This section includes the main demographic and socioeconomic indicators of the country for the last available year. Sources: (1) rural population and life expectancy: UN Population Division; (2) poverty headcount ratio: World Bank.

Seychelles

Sub-Saharan Africa High income

Poverty headcount ratio at $3.20 a day (2011 PPP) (% of population)

2.5

Year: 2013

Education System

Official entrance age (years)

16

14

12

10

8

6

4

4

2

0

Pre-primary

6

Primary

12

Lower Secondary

Year: 2018

Source: UIS and UOE Surveys of Formal Education

15

Upper Secondary

Government expenditure on education as...

% of GDP

% of total government expenditure

4.4

Year: 2016

11.7

Year: 2016

4.1 - Free, equitable and quality primary and secondary education

Country Country

Indicator 4.1.1 - Proportion of children and young people achieving at least a minimum proficiency level in reading, by sex

Country

(a) in Grade 2 or 3

Data for the

-

country is not

available

-

(b) at the end of primary education

-

Data for the

-

country is not

available

-

(c) at the end of lower secondary education

Data for the

-

country is not

available

-

What is this?

The bars represent the percentage of students in each level achieving

minimum proficiency level in reading and mathematics.

Minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning

?

assessments. Currently, there are no common standards validated by the international community or countries. The MPL used for this chart

was set by each of the projects providing the data.

Indicator 4.1.1 - Proportion of children and young people achieving at least a minimum proficiency level in mathematics, by sex

(a) in Grade 2 or 3

-

Data for the

-

country is not

available -

0

50

(b) at the end of primary education

-

Data for the

-

country is not

available

-

100% 0

50

100%

(c) at the end of lower secondary education

-

Data for the

-

country is not

available -

0

50

100%

Data sources

Various cross-national learning assessments including: Programme d'analyse des systemes educatifs de la CONFEMEN (PASEC), Progress in

International Reading Literacy Study (PIRLS), Programme for International Student Assessment (PISA), Southern and Eastern Africa

Consortium for Monitoring Educational Quality (SACMEQ), Tercer Estudio Regional Comparativo y Explicativo (TERCE) and Trends in

International Mathematics and Science Study (TIMSS).

Sources: ERCE, PASEC, PIRLS, PISA, SACMEQ and TIMSS

Page 1 of 4

4.2 - Quality early childhood development, care and pre-primary education

Indicator 4.2.1 - Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex

Country

Data for the country is not

available

What is this?

The slices represent the percentage of children aged 36-59 months who are

developmentally on-track in at least three of the following four domains:

literacy-numeracy ? to identify at least 10 letters of the alphabet, read 4 simple words and recognise and name all numbers from 1 to 10; physical ? to

?

pick up small objects easily and are generally well enough to play; socio-

emotional ? to undertake simple activities independently, get along with

other children and do not usually kick, bite or hit other children or adults; and

learning ? participate in any type of organized learning including early

childhood education, kindergarten or community care.

Source: Early Childhood Development Index from UNICEF's Multiple Indicator Cluster Surveys (MICS) and USAID's Demographic and Health Surveys (DHS)

Indicator 4.2.2 - Participation rate in organized learning (one year before the official primary entry age), by sex

%

97.8

93.9

95.4

97.4

95.3

100

50

0 2014

2015

Series3

2016

Series2

2017

2018

Series1

% 100

50

42.0

42.8

42.7

43.0

42.4

0 2014

2015

Series3

2016

Series2

2017

2018

Series1

Country Region

What is this?

The lines represent the percentage of children in

the given age range who participate in one or

more organized learning programmes, including

programmes which offer a combination of

?

education and care. Participation in early

childhood education and in primary education are

both included. The age range will vary by country depending on the official age for entry to primary

education.

Source: UIS and UOE Surveys of Formal Education and UN Population Division's World Population Prospects

4.3 - Quality TVET and tertiary education

Indicator 4.3.1 - Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

-

-

Data for the country is not

available

-

0

50

100 %

Sources: Eurostat's Adult Education Survey (AES), OECD's Survey of Adult Skills (PIAAC), national Labour Force Surveys

Country

What is this?

The percentage of youth and adults who have participated in a formal or non-formal education and training programme in the

?

previous 12 months.

Data sources

Source: National household surveys coordinated by the EU Adult Education Survey (AES, target population 25-64 years) and OECD Survey of Adult Skills (PIAAC, target population 16-65

years).

4.4 - Technical and vocational skills

Indicator 4.4.1 - Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

Proportion of youth and adults who have... (%)

Copied or moved a file or folder

Connected and installed new devices

Created electronic presentation with presentation software

Country

Data for the country is not

available

Data for the country is not

available

Data for the country is not

available

Data sources

Source: National household surveys. Data compiled by Eurostat and International Telecommunications Union (ITU).

? The percentage of the population who declared that they can copy or move a file or a folder on a desktop computer, a laptop (portable) computer or a tablet (or similar handheld computer)

?

The percentage of the population who declared that they can connect and install

new devices (e.g. modem, camera, printer)

Sources: Eurostat and International Telecommunication Union (ITU)

? The percentage of the population who declared that they can create electronic presentations with presentation software (including text, images, sound, video or charts)

Page 2 of 4

4.6 - Youth and adult literacy and numeracy

Indicator 4.6.1 - Percentage of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex

Country

Literacy

Numeracy

What is this?

The slices represent the percentage of the population (aged 15 years and above) who have achieved or exceeded a given level of proficiency

?

in literacy and numeracy.

Data for the country is not

available

Data for the country is not

available

Data sources

National household surveys coordinated by the OECD Programme for the International Assessment of Adult Competencies (PIAAC) and the

World Bank's Skills Towards Employment and Productivity (STEP).

Sources: OECD's Programme for the International Assessment of Adult Competencies (PIAAC), World Bank 's STEP Skills Measurement Programme (STEP)

4.a - Education facilities

Indicator 4.a.1 - Proportion of schools with access to: (a) electricity; (b) the Internet for pedagogical purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic handwashing facilities (as per the WASH indicator definitions)

Country Region

(a) electricity

(b) internet for pedagogical

(c) computers for pedagogical purposes

(d) adapted infrastructure and materials for students with disabilities

Upper secondary Lower secondary

Primary

100.0 100.0 100.0

Upper secondary Lower secondary

Primary 0

57.2 47.0 33.8

50

100%

24.0

-

-

0

50

100.0 100.0 100.0

40.7

-

-

100 %

0

50

100.0 100.0 100.0

100%

5.9 6.3 6.9

-

Data for the

-

region is not

available -

0

50

100 %

(e) basic drinking water

Upper secondary Lower secondary

Primary

Upper secondary Lower secondary

Primary 0

55.1 53.6 44.0

50

100.0 100.0 100.0

100 %

Sources: UIS and UOE Surveys of Formal Education

(f) single-sex basic sanitation facilities

(g) basic handwashing facilities (WASH indicator definitions)

100.0 100.0 100.0

100.0 100.0 100.0

Data sources

Administrative data from schools and other providers of education or training. Data compiled by the UNESCO Institute for Statistics.

Data for the

-

region is not

available

-

42.8 -

38.3

0

50

100%

0

50

Year (country): 2018 Year (region): 2018 or most recent year available

100 %

Page 3 of 4

4.b - Scholarships

Indicator 4.b.1 - Volume of official development assistance flows for scholarships, constant US$

Country

1,800,000 1,600,000 1,400,000 1,200,000 1,000,000

800,000 600,000 400,000 200,000

0

628,862 2014

906,723

428,817

2015

2016

1,599,090 2017

Sources: The Development Assistance Committee of the Organisation for Economic Co-operation and Development (OECD)

What is this?

Total net official development assistance (ODA) for scholarships in donor countries expressed in US dollars at the average annual

?

exchange rate.

Data sources

Administrative data from donor countries and other aid providers on net official development assistance to education. Data compiled by the Development Assistance Committee (DAC) of the Organization for Economic Co-operation and Development from returns submitted by its member countries and other aid providers.

x

4.c - Qualified teachers

Indicator 4.c.1 - Proportion of teachers in: (a) pre-primary education; (b) primary education; (c) lower secondary education; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country, by sex

(a) pre-primary education

-0 86.3 86.3

(b) primary education

84.5 85.0 85.0

(c) lower secondary education

-

Data for the

-

country is not

available -

(d) upper secondary education

-

Data for the

-

country is not

available -

56.1

47.0

48.7

0

50

100 %

0

65.1 62.6 63.9 50

-

-

-

100 %

0

Data for the region is not

available

50

-

-

-

100 %

0

Data for the region is not

available

50

100 %

Year (country): 2018 Year (region): 2017 or most recent year available

Sources: UIS Surveys of Formal Education

What is this?

?

Percentage of teachers by level of education taught (pre -primary, primary, lower secondary and upper secondary education) who have received at least the minimum organized pedagogical teacher training pre-service and in-service required for teaching at the relevant level in a given country.

Data sources

Administrative data from schools and other providers of education or training. Data compiled by the UNESCO Institute for Statistics.

Country Region

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